Abstract:
This project paper explores the significant impact of positive student-teacher relationships on academic achievement, with a particular focus on the unique environment of Rajshahi Cadet School and College in Bangladesh. The study is motivated by the recognition that while disciplineand structure are central to cadet schools, emotional support and trust from teachers are equally vital in shaping students' academic outcomes. Using a mixed-methods approach, the research incorporates both quantitative and qualitative perspectives. Surveys hypothetically measured the quality of student-teacher relationships and academic performance, while interviews added depth and context to the numerical findings. The results indicate a moderate but meaningful positive correlation (r = 0.45) between strong student- teacher relationships and higher academic performance. Additionally, gender-based differences emerged, with female students reportedly benefiting more from positive teacher interactions.
